GCSE

History B (Schools history project)

Unit J411/32: The , c.750–c.1050 with Aztecs and the Spanish Conquest, 1519–1535

General Certificate of Secondary Education

Mark Scheme for June 2018

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This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced.

All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated.

Mark schemes should be read in conjunction with the published question papers and the report on the examination.

© OCR 2018 J411/32 Mark Scheme June 2018

Annotations

Stamp Annotation Name Description

Tick 1 Level 1

Tick 2 Level 2

Tick 3 Level 3

Tick 4 Level 4

Tick 5 Level 5

Tick 6 Level 6

SEEN Noted but no credit given

NAQ Not answered question

Wavy Line Development / Evidence / Support of valid point

BP Blank page

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Subject Specific Marking Instructions

INTRODUCTION

Your first task as an Examiner is to become thoroughly familiar with the material on which the examination depends. This material includes:

 the specification, especially the assessment objectives

 the question paper and its rubrics

 the mark scheme.

You should ensure that you have copies of these materials.

Please ask for help or guidance whenever you need it. Your first point of contact is your Team Leader.

USING THE MARK SCHEME

Please study this Mark Scheme carefully. The Mark Scheme is an integral part of the process that begins with the setting of the question paper and ends with the awarding of grades. Question papers and Mark Schemes are developed in association with each other so that issues of differentiation and positive achievement can be addressed from the very start.

The specific task–related indicative content for each question will help you to understand how the band descriptors may be applied. However, this indicative content does not constitute the mark scheme: it is material that candidates might use, grouped according to each assessment objective tested by the question. It is hoped that candidates will respond to questions in a variety of ways. Rigid demands for ‘what must be a good answer’ would lead to a distorted assessment.

Candidates’ answers must be relevant to the question. Beware of prepared answers that do not show the candidate’s thought and which have not been adapted to the thrust of the question. Beware also of answers where candidates attempt to reproduce interpretations and concepts that they have been taught but have only partially understood.

Please read carefully all the scripts in your allocation and make every effort to look positively for achievement throughout the ability range. Always be prepared to use the full range of marks.

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Section A: Viking Expansion, c.750–c.1050

Question 1 – 3 marks (a) Identify one way that were effective sailors (b) Name one place raided by Vikings from 793. (c) Name one area settled by Vikings who crossed the Atlantic. Guidance Indicative content 1(a) – 1 mark for any answer that offers an historically valid response drawing on For 1(a), likely valid responses include: superb ships knowledge of characteristic features (AO1) able to sail in deep and shallow water; good navigators, steering oar/rudder allowed them to change direction, shape of the ship included a sail by the 8th Century

Staraya Ladoga is a product not evidence so will not count

1(b) – 1 mark for any answer that offers an historically valid response drawing on knowledge of characteristic features (AO1) For 1(b), likely valid responses include: Lindisfarne, Northumbria, Iona Abbey, Isle of Sheppey, Scottish Isles, Ireland, France. Britain, Constantinople (860), Dorset (789), Netherlands

Monasteries will not count

1(c) – 1 mark for any answer that offers an historically valid response drawing on For 1(c) likely valid responses include: North knowledge of characteristic features (AO1) America; Greenland; Iceland

Baku, Constantinople – Caspian Sea so will not count

Any other historically valid response is acceptable and should be credited.

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Question 2 – 9 marks Write a clear and organised summary that analyses Viking settlement in the British Isles after 865. Support your summary with examples. Levels Notes and guidance specific to the question AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. Maximum 6 marks Answers should show connections in the situation AO2 Explain and analyse historical events and periods studied using second-order defined in the question and use these to organise the historical concepts. Maximum 3 marks answer logically. Level 3 (7–9 marks) Answers could consider aspects of one or more of Demonstrates a well-selected range of valid knowledge of characteristic features that the following: are fully relevant to the question, in ways that show secure understanding of them The establishment of the (AO1). Absorption of Viking Northumbria -- England The way the summary is organised shows sustained logical coherence, demonstrating Later invasions, drawing on the Cnut era clear use of at least one second order concept in finding connections and providing a logical chain of reasoning to summarise the historical situation in the question (AO2). Answers may choose to focus on aspects of Viking Nutshell: Summary based on second order concept(s) with 3 or more valid supporting society in Britain and these should be credited – law, examples/description customs, religion, trade, dress and appearance; 9 marks – 2 second order concepts qualified Some evidence points to Viking settlers being largely Level 2 (4–6 marks) male. Specific examples could be taken from studies Demonstrates a range of knowledge of characteristic features that are relevant to the of Jorvik. ‘Extent’ is not mentioned in the question question, in ways that show understanding of them (AO1). but may still be used effectively to address it. The way the summary is organised shows some logical coherence, demonstrating use Use of conceptual understanding to organise the of at least one second order concept in finding connections and providing a logical response might in this case involve change, e.g. chain of reasoning to summarise the historical situation in the question (AO2). distinguishing by geographical regions, or by Nutshell: Summary based on a second order concept with 2 valid supporting examples time, extent of settlement. /description Answers may show understanding of second order concepts such as change, continuity and significance (e.g. different items traded by Vikings, impact on Level 1 (1–3 marks) religious practices), similarity and difference within Demonstrates some knowledge of characteristic features with some relevance to the situations (e.g. between Saxon and Viking society) question, in ways that show some limited understanding of them (AO1).

The summary shows a very basic logical coherence, demonstrating limited use of at Please note that answers do not need to name the least one second order concept in attempting to find connections and to provide a second order concepts being used to organise their logical chain of reasoning to summarise the historical situation in the question (AO2). answer, but the concepts do need to be apparent Nutshell: Summary based on a second order concept with 1 valid supporting example from the connections and chains of reasoning in the Nutshell: List of events / developments with no organising concept.

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Nutshell: Reference to a second order concept may be implicit summary in order to meet the AO2 descriptors (see 0 marks levels descriptors). No response or no response worthy of credit. Without connection to the period = 0 marks Focus on monasteries = 0 marks No reward can be given for wider knowledge of the period that is unrelated to the topic in the question.

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Question 3 – 10 marks What was the impact of Harald Bluetooth’s reign upon Denmark? Explain your answer. Levels Notes and guidance specific to the question set AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. Maximum 5 marks Explanations could consider: the conversion to AO2 Explain and analyse historical events and periods studied using second-order Christianity; shipbuilding and preparing the way historical concepts. Maximum 5 marks for invasions by his son Sweyn Forkbeard; Level 5 (9–10 marks) power as sole king, defence against outside Demonstrates strong knowledge of key features and characteristics of the period in pressures from other peoples e.g. Germans and ways that show secure understanding of them (AO1). Norwegians. Evidence from forts at Trellenborg. Uses these to show sophisticated understanding of one or more second order concepts in a fully sustained and very well-supported explanation (AO2). Explanations are most likely to show understanding Nutshell: Three or more examples identified with explanation of impact on Denmark of the second order concept of consequence and Level 4 (7–8 marks) significance (Christianisation of Vikings, future Demonstrates sound knowledge of key features and characteristics of the period in expansion) but reward appropriate understanding of ways that show secure understanding of them (AO1). any other second order concept. Candidates may Uses these to show strong understanding of one or more second order concepts in a explore the idea of expediency in the conversion to sustained and well-supported explanation (AO2). Christianity, as there were probably increasing Nutshell: Two examples identified with explanation of impact on Denmark numbers of Christians in Denmark anyway, and it NOTE Answers at L4 will often identify and describe several reasons but only fully explain helped secured his southern border against Otto; two of them. reference may also be made to his obscure death Level 3 (5–6 marks) and his fight against his own son.. Demonstrates sound knowledge of key features and characteristics of period in ways that show some understanding of them (AO1). Answers which simply describe Harald Bluetooth Uses these to show sound understanding of one or more second order concepts in a cannot reach beyond Level 1. generally coherent and organised explanation (AO2). Nutshell: One example identified with explanation of impact PLUS at least one more identified/described Level 2 (3–4 marks) Demonstrates some knowledge of features and characteristics of the period in ways that show some understanding of them (AO1). Uses these to show some understanding of one or more second order concepts in a loosely organised explanation (AO2). Nutshell: One example identified with explanation of impact on Denmark Level 1 (1–2 marks) Demonstrates some knowledge of features and characteristics of the period (AO1).

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Uses these to show some basic understanding of one or more second order concepts, although the overall response may lack structure and coherence (AO2). Nutshell: Description or identification which does not lead to explanation 1 point = 1 mark. No developmental marking 0 marks No response or no response worthy of credit.

Question 4* – 18 marks “The success of the Volga Vikings was entirely due to their strengths as traders”. How far do you agree with this statement? Give reasons for your answer. Levels Notes and guidance specific to the question set AO1 Demonstrate knowledge and understanding of the key features and It is possible to reach the highest marks either by characteristics of the periods studied. Maximum 6 marks agreeing or disagreeing or anywhere between, AO2 Explain and analyse historical events and periods studied using second-order providing the response matches the level description. historical concepts. Max. 12 marks BUT, to achieve the two highest levels, answers Level 6 (16–18 marks) must consider a broad range of Viking trade in Demonstrates strong knowledge of key features and characteristics of the period in the East, incorporating the Byzantine and/or Arab ways that show very secure and thorough understanding of them (AO1). world. It is likely that responses may link skills such Shows sophisticated understanding of appropriate second order concepts in setting as sailing to the effectiveness of trading. out a sustained, consistently focused and convincing explanation and reaching a very well-supported judgment on the issue in the question (AO2). Answers are most likely to show understanding of the There is a well-developed and sustained line of reasoning which is coherent, relevant second order concepts of cause and continuity and logically structured. (different reasons for success including trade, 16,17, 18 marks for quality of clinching argument – Needs to be comparative. military strengths, raiding and invading Has to have attained Level 5 experience) potentially similarity and difference Level 5 (13–15 marks) (trading strengths and the experience of Vikings Demonstrates strong knowledge of key features and characteristics of the period in in the West/East may even effectively be ways that show secure understanding of them (AO1). Shows very strong compared). Reward appropriate understanding of understanding of appropriate second order concepts in setting out a sustained and any other second order concept. convincing explanation and reaching a well-supported judgment on the issue in the question (AO2). Grounds for agreeing include: the quality of their There is a well-developed line of reasoning which is coherent, relevant and logically crafts and items traded from the homelands such structured as furs, honey, iron, leather, wool and slaves. Nutshell: 2-2 or 3-1 EXPs They also carried effective weighing scales with Level 4 (10–12 marks) them and were instrumental in the development Demonstrates sound knowledge of key features and characteristics of the period in of a ‘bullion economy’. They traded with both the

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ways that show secure understanding of them (AO1). Shows strong understanding of Byzantine and Arab world. appropriate second order concepts in setting out a sustained and generally convincing explanation to reach a supported judgment on the issue in the question (AO2). Grounds for disagreeing include: sailing prowess, There is a developed line of reasoning which is clear, relevant and logically structured. initial purpose of ‘raiding’ to the east, the warrior Nutshell: 2-1 EXPs/3-0 EXPs reputation of the Vikings, exemplified by their Level 3 (7–9 marks) role as Varangian guard. Predisposition for Demonstrates sound knowledge of key features and characteristics of period in ways extortion/tribute/plunder as a method of raising that show some understanding of them (AO1). Shows sound understanding of money or other valuable resources. appropriate second order concepts in making a reasonably sustained attempt to explain ideas and reach a supported judgment on the issue in the question (AO2). There is a line of reasoning presented which is mostly relevant and which has some structure. Nutshell: 1-1 / 2-0 EXPs

Level 2 (4–6 marks) Demonstrates some knowledge of features and characteristics of the period in ways that show some understanding of them (AO1). Shows some understanding of appropriate second order concepts managing in a limited way to explain ideas and reach a loosely supported judgment about the issue in the question (AO2). There is a line of reasoning which has some relevance and which is presented with limited structure. Nutshell: 1-0 EXP Level 1 (1–3 marks) Demonstrates some knowledge of features and characteristics of the period (AO1). Shows some basic understanding of appropriate second order concept(s) but any attempt to explain ideas and reach a judgment on the issue in the question is unclear or lacks historical validity (AO2). The information is communicated in a basic/unstructured way. Nutshell: Unsupported assertion/description/identified examples (3 marks if ID) 0 marks - No response or no response worth of credit.

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Question 5* – 18 marks ‘In the period c750 to c990 Vikings in Britain and France were aggressive raiders and nothing more’. How far do you agree with this view? Give reasons for your answer. Levels Notes and guidance specific to question set AO1 Demonstrate knowledge and understanding of the key features and It is possible to reach the highest marks either by characteristics of the periods studied. Maximum 6 marks agreeing or disagreeing or anywhere between, AO2 Explain and analyse historical events and periods studied using second-order providing the response matches the level description. historical concepts. Maximum 12 marks Answers that seek to agree or disagree strongly with Level 6 (16–18 marks) the statement must show awareness of the different Demonstrates strong knowledge of key features and characteristics of the period in types of activities and impacts of Viking incursions in ways that show very secure and thorough understanding of them (AO1). this period. To achieve Level 6 this should be Shows sophisticated understanding of appropriate second order concepts in setting displaying ‘very secure and thorough understanding’ out a sustained, consistently focused and convincing explanation and reaching a very of Viking actions in Britain AND France. well-supported judgment on the issue in the question (AO2). There is a well-developed and sustained line of reasoning which is coherent, relevant Answers are most likely to show understanding of the and logically structured. second order concepts of causation and 16,17, 18 marks for quality of clinching argument – Needs to be comparative. consequence (reasons for invading and Has to have attained Level 5 subsequent follow up actions if any). They could Level 5 (13–15 marks) also consider similarity and difference over time Demonstrates strong knowledge of key features and characteristics of the period in (actions of different Viking forces at different times – ways that show secure understanding of them (AO1). Shows very strong raiders, invaders, settlers - and also the integration understanding of appropriate second order concepts in setting out a sustained and or otherwise of Vikings. convincing explanation and reaching a well-supported judgment on the issue in the question (AO2). Grounds for agreeing include: Examples of raids on There is a well-developed line of reasoning which is coherent, relevant and logically monasteries and other settlements including structured. Lindisfarne, Siege of 865 etc; assessment Nutshell: 2-2 or 3-1 EXPs of Viking motivations such as plunder and Level 4 (10–12 marks) slaves; societal and cultural pressures which Demonstrates sound knowledge of key features and characteristics of the period in explain raiding; Reference may be made to ways that show secure understanding of them (AO1).Shows strong understanding of extortion/tribute () appropriate second order concepts in setting out a sustained and generally convincing explanation to reach a supported judgment on the issue in the question (AO2). Grounds for disagreeing include: Other reasons There is a developed line of reasoning which is clear, relevant and logically structured. could include invasion (although a case might be Nutshell: 2-1 EXPs/3-0 EXPs made that this constitutes raiding); trade, reaction to Level 3 (7–9 marks) the spread of Christianity, and lack of political Demonstrates sound knowledge of key features and characteristics of period in ways cohesiveness in places like England. Adoption of

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that show some understanding of them (AO1). Shows sound understanding of societal elements in the countries they invaded appropriate second order concepts in making a reasonably sustained attempt to e.g. evidence (such as that from Jorvik) pointing explain ideas and reach a supported judgment on the issue in the question (AO2). to buildings being of Anglo-Saxon style; Cnut There is a line of reasoning presented which is mostly relevant and which has some recognising Anglo-Saxon law and customs. structure. Nutshell: 1-1 / 2-0 EXPs Level 2 (4–6 marks) Demonstrates some knowledge of features and characteristics of the period in ways that show some understanding of them (AO1). Shows some understanding of appropriate second order concepts managing in a limited way to explain ideas and reach a loosely supported judgment about the issue in the question (AO2). There is a line of reasoning which has some relevance and which is presented with limited structure. Nutshell: 1-0 EXP Level 1 (1–3 marks) Demonstrates some knowledge of features and characteristics of the period (AO1). Shows some basic understanding of appropriate second order concept(s) but any attempt to explain ideas and reach a judgment on the issue in the question is unclear or lacks historical validity (AO2). The information is communicated in a basic/unstructured way. Nutshell: Unsupported assertion/description/identified examples (3 marks if ID) 0 marks No response or no response worthy of credit.

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Section B: Aztecs and the Spanish Conquest, 1519-1535

Question 6 – 7 Marks What can Source A tell us about the extent and nature of Moctezuma's Aztec empire? Use the source and your own knowledge to support your answer. Levels AO1 Demonstrate knowledge and understanding of the key features and Notes and guidance specific to the question set characteristics of the periods studied. Maximum 2 marks

AO3 Analyse sources (contemporary to the period). Maximum 5 marks Please note that that while the weightings of AO1 to AO3 are equal in levels 1, AO3 carries greater weight in level 2 and greater weight again in level 3. Level 3 (6–7 marks) Valid features that answers could identify include:

The response shows knowledge and understanding of relevant key features and Surface features: Moctezuma had many troops; he characteristics (AO1). took away the gold of the Tlaxacans Shows strong awareness of how sources can be used critically and constructively by e.g. considering the limitations and/or benefits of the source, using wider contextual knowledge to confirm, challenge or raise questions about what the Inferences about extent: extent - large because it source says or shows to analyse the source to identify a wide range of features consisted of provinces but limited because has not that relate to the focus of the question; some of which may be inferred rather than conquered the Tlaxcalans; directly stated in the source (AO3).

Level 2 (3–5 marks) Inferences about nature: nature - powerful - large The response shows knowledge and understanding of relevant key features and army, garrisons in every province, the fortifications characteristics (AO1). of Tenochtitlan; aggressive/oppressive - robbed and Shows some awareness of how sources can be used critically and constructively pillaged neighbours, exploited its empire for wealth, by e.g. considering the limitations and/or benefits of the source, using wider raw materials, people. contextual knowledge to confirm, challenge or raise questions about what the source says or shows to analyse the source to identify some features that relate to the focus of the question; some of which may be inferred rather than directly stated in the source (AO3). Examples of relevant additional characteristic features shown at levels 2 or 3 could include: Any valid knowledge Level 1 (1–2 marks) of the extent and nature of the empire: Aztecs had conquered series of city-states in the Basin of The response shows knowledge of features and characteristics (AO1).

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Analyses the source to identify at least one feature that relates to the focus of the Mexico, the Empire spread from coast to coast, made question; this may be inferred rather than directly stated in the source (AO3). military and economic alliances with many city-states but Moctezuma failed to defeat rival kingdoms of 0 marks Tlaxcala and Huexotzingo, details of the tribute No response or no response worthy of credit. system with the provinces - the range of good supplied through this system, Aztec society was centred on warfare, male given military training, the professional soldiers were all nobles, could raise enormous army - up to 400,000, use of garrisons near borders, use of Flower War.

There is no requirement to mention limitations but examples of limitations include: the Tlaxcalans wanted an alliance and so may have exaggerated Aztec misdeeds, or exaggerated Aztec strength to excuse the fact that they were often exploited by the Aztecs e.g. for victims for sacrifice, the Tlaxcalans were not as poor or weak as they claim.

No reward can be given for raising concerns over the limitations of the source unless this is explicitly used to help to say what the source “can tell us” in relation to the focus of the question. No reward can be given for wider knowledge of the period that is unrelated to the topic in the question.

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Question 6 – 7 marks What can Source A tell us about the extent and nature of Moctezuma's Aztec empire? Use the source and your own knowledge to support your answer. Guidance and indicative content Level Level 3 answers will typically make a valid inference from the source’s purpose to explain what this tells us about the extent and nature of 3 (6-7 Moctezuma’s empire marks)  The source shows that Diaz wishes to encourage the view that the conquest of New Spain was a positive experience for local inhabitants by demonising the experience that they had under Moctezuma’s empire which was brutal in nature.

 This source shows how Diaz is attempting to characterise the conquest New Spain was a liberation from tyranny. He also comments on the vastness of Moctezuma’s empire in a way that seeks to encourage people to believe that the conquest of New Spain was justified.

 Also attempting to inform people of Moctezuma’s strength as a leader to impress upon people the power of the Aztec empire as he wants it to be perceived in this way by other nations

Nutshell: Explains what source tells us about the extent/nature of Moctezuma’s empire by explaining the purpose of source – students will generally use words such as influence and encourage to indicate purpose and this will be explained. 6 marks for purpose. 7 marks for purpose with supporting CK. Level Level 2 answers will typically make a valid inference to explain what the content of the source reveals about the extent and nature of 2 (3-5 Moctezuma’s empire marks)  The source tells us about Moctezuma’s power. For example, the account says that, “Moctezuma had a vast host of warriors and if they wanted to take a city they could raise an army of a hundred and fifty thousand.  The source tells us about the sort of leader Moctezuma was. For example, the account says that Moctezuma’s Aztecs, “…frequently used cunning means of entering their country to rob and pillage”.  The source tells us that the Aztecs were a brutal people who built their empire through violence. For example, in the account it states that the Tlaxcalans had, “…been forced to make peace to save themselves from destruction”.

Nutshell: Explains what source tells us about the extent and nature of Moctezuma’s empire by using a valid inference from content of source – ignores the purpose of the source. ** CHECK CANDIDATES ARE NOT USING SOURCE AS CK**

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NOTE: Valid inference with no relevant support = bottom of level Level Level 1 answers will typically use surface features of the source to suggest what the source tells us about Moctezuma the nature and 1 (1–2 extent of Moctezuma’s empire marks) The source tells us that the Tlaxcalans were pillaged by Moctezuma’s people The source tells us that Moctezuma had lots of warriors Nutshell: Lifts surface detail from source/ paraphrases and/or makes general assertion(s) 0 0 marks marks No response or no response worthy of credit

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Question 7 – 15 marks How useful are Source B and Interpretations C and D for a historian studying the nature of Spanish rule in Mexico? In your answer, refer to the source and the two interpretations as well as your own knowledge. Levels Notes and guidance specific to the question set

AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. Maximum 5 marks AO3 Analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied. Maximum 5 marks AO4 Analyse, evaluate and make substantiated judgements about interpretations in the context of historical events studied. Maximum 5 marks. Please note that while the descriptors for AO3 and AO4 are given separately in the levels, the analysis and evaluation of sources and interpretations may be combined in responses.

Level 5 (13–15 marks) Analysis of the source and interpretations could identify features such as: Demonstrates strong knowledge of key features and characteristics of the period in ways that show secure understanding of them (AO1). Analyses the source(s) to identify features appropriate to the question (e.g. by Surface details such as: B - the Indians are in considering specific details, provenance, making valid inferences, etc.). Sets out a encomiendas and are being treated badly by the sustained, consistently focused and convincing evaluation reaching a well-substantiated Spanish and that Charles wants this to stop; he judgment about the usefulness of the source(s) in relation to the issue in the question also wants the Indians to be converted. C (AO3). confirms the brutal treatment of the Indians. D Analyses the interpretation(s) to identify features appropriate to the question (e.g. by suggests that the Indians were being made to considering specific details, provenance, making valid inferences etc.). Sets out a work hard but that the account in C may be an sustained, consistently focused and convincing evaluation reaching a well-substantiated exaggeration. judgment about the usefulness of the interpretation(s) in relation to the issue in the question (AO4). Level 4 (10–12 marks) Inferences such as: B - suggests Charles wants Demonstrates sound knowledge of key features and characteristics of the period in ways benevolent and paternalistic rule. It suggests that that show secure understanding of them (AO1). it is the Spanish in Mexico and not those back in Spain who are responsible for the poor treatment Analyses the source(s) to identify features appropriate to the question (e.g. by of the Indians. considering specific details, provenance, making valid inferences, etc.). Sets out a C - suggests that the instructions issued by sustained and generally convincing evaluation reaching a substantiated judgment about

17 J411/32 Mark Scheme June 2018 the usefulness of the source(s) in relation to the issue in the question (AO3). Charles in B were ineffective. C also tells us that Analyses the interpretation(s) to identify features appropriate to the question (e.g. by there were people criticising Spanish rule and considering specific details, provenance, making valid inferences, etc.). Sets out a trying to get reforms. sustained and generally convincing evaluation reaching a substantiated judgment about D The whip suggests that the Indians are being the usefulness of the interpretation(s) in relation to the issue in the question (AO4). made to work hard but only the whip suggests actual ill treatment. Level 3 (7–9 marks)

Demonstrates sound knowledge of key features and characteristics of period in ways that show some understanding of them (AO1). Candidates might conclude from the collection as a Analyses the source(s) to identify features appropriate to the question (e.g. by whole that Indians were treated badly in the considering specific details, provenance, making valid inferences, etc.). Sets out a partial encomiendas by the Spanish on the spot and evaluation with some explanation of ideas reaching a supported judgment about the that attempts from Spain to improve conditions usefulness of the source(s) in relation to the issue in the question (AO3). Analyses the were ineffective. They might also conclude that interpretation(s) to identify features appropriate to the question (e.g. by considering although Spanish rule was harsh, there were specific details, provenance, making valid inferences, etc.). Sets out a partial evaluation attempts to improve it and that these were largely with some explanation of ideas reaching a supported judgment about the usefulness of ineffective. the interpretation(s) in relation to the issue in the question (AO4).

Level 2 (4–6 marks) Understanding of appropriate characteristic features Demonstrates some knowledge of features and characteristics of the period in ways that could include: knowledge of: the role of Cortes as show some understanding of them (AO1). Governor of Mexico and in establishing the Analyses the source(s) to identify features appropriate to the question (e.g. by encpmienda system, the nature of this system considering specific details, provenance, making valid inferences, etc.). Gives a basic and the resulting treatment of Indians, other evaluation with some limited explanation of ideas and a loosely supported judgment treatment of the Indians e.g. slavery, the actions about usefulness of the source(s) in relation to the issue in the question (AO3). of the first Audiencia under Nuno de Guzman, knowledge of the campaign to convert the Analyses the interpretation(s) to identify features appropriate to the question (e.g. by Indians, the role and activities of Las Casas. considering specific details, provenance, making valid inferences, etc.). Gives a basic evaluation with some limited explanation of ideas and a loosely supported judgment about the usefulness of the interpretation(s) in relation to the issue in the question (AO4). Limitations that may affect usefulness include Level 1 (1–3 marks) the fact that B gives us only Charles' instructions and intentions and not evidence about whether Demonstrates some knowledge of features and characteristics of the period (AO1). these were carried out. C comes from Las Casas Analyses the source(s) to identify features appropriate to the question e.g. by considering who campaigned for reform and thus his account specific details, provenance, making valid inferences, making appropriate cross-

18 J411/32 Mark Scheme June 2018 references or identifying significant themes that they have in common.(AO3) might exaggerate the ill treatment to strengthen his case, especially since this comes from a Analyses the interpretation(s) to identify features appropriate to the question e.g. by published book. His language is extreme and this considering specific details, provenance, making valid inferences, making appropriate suggests lack of balance and exaggeration. The cross-references or identifying significant themes that they have in common.(AO4) fact that D comes from an unknown artist. We do There is either no attempt to evaluate and reach a judgment about usefulness of the not know what sources were used by the artist, interpretation(s) and the source(s) in relation to the issue in the question, or there is an or even the exact date it is meant to be assertion but this lacks any support or historical validity portraying. It only shows one aspect and one moment in time. It also has limitations in that it .0 marks was an illustration for children and may have No response or no response worthy of credit. held back on showing the worst abuses. As a whole the sources are rather vague in their actual description of the ill treatment of Indians and are rather limited in their coverage of Spanish rule in that there are important aspects not mentioned e.g. the role of the Audiencia and the Church.

No reward can be given for raising concerns over the limitations unless this is explicitly used to help to say how it affects usefulness for the context given. Evaluation of usefulness may also involve making valid substantiated suggestions of other lines of enquiry for which the collection may be useful, but the focus given in the question must also be addressed. No reward can be given for wider knowledge of the period that is unrelated to the topic in the question.

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Question 7 – 15 marks How useful are Source B and Interpretations C and D for a historian studying the nature of Spanish rule in Mexico? In your answer, refer to the source and the two interpretations as well as your own knowledge. Guidance and indicative content Level 5 Level 5 answers will make a valid overall judgment on the extent to which the sources/interpretation are useful and answers may focus (13-15 on how strong they are as evidence taken together and/or whether one is more useful than the others (comparison). marks) Note: Candidates cannot achieve level 5 without achieving level 4. Level 4 Level 4 answers will explain how B, C and D are useful to a historian studying Spanish rule in Mexico using content/context (10-12 and or/purpose. marks)  Source B is very useful for showing us that despite the establishment of encomienda in New Spain, King Charles V was against this practice and demanded that any residents currently under one were to be freed. This shows his benevolent outlook.  I think Source C is useful because it shows the impact of the encomienda system on the local population. It also suggests that despite the guidance given by King Charles V in 1523, this practice did not stop  I think that Interpretation D is useful for showing the violence enacted on the local population. For example, I can see a whip in the picture. Nutshell: All 3 - Note: Top of the level for answers which explain the purpose of at least one of B,C or D. Level 3 Level 3 answers will explain how TWO of B, C and/or D are useful to a historian studying Spanish rule in Mexico using (7-9 content/context and or/purpose. marks)  Source B is very useful for showing us that despite the establishment of encomienda in New Spain, King Charles V was against this practice and demanded that any residents currently under one were to be freed. This shows his benevolent outlook.  I think Source C is useful because it shows the impact of the encomienda system on the local population. It also suggests that despite the guidance given by King Charles V in 1523, this practice did not stop Nutshell:2 Note: Top of the level for answers which explain the purpose of at least one of B,C or D. Level 2 Level 3 answers will explain how ONE of B, C or D are useful to a historian studying Spanish rule in Mexico using (4-6 content/context and or/purpose. marks)  Source B is very useful for showing us that despite the establishment of encomienda in New Spain, King Charles V was against this practice and demanded that any residents currently under one were to be freed. This shows his benevolent outlook. Nutshell: 1 Note: Top of the level for answers which explain the purpose of at least one of B,C or D. Note: Not useful for all sources = limited to 4 marks. Level 1 Level 1 answers will typically contain general points or unsupported assertions e.g. (1–3 The sources are not really useful. None of them are eye witness reports. marks) OR Will lift surface detail/paraphrase/copy sources OR

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General comments on provenance to argue useful/not useful e.g. Interpretation D is taken from a recent children’s book so is not useful. At this level: 1 of B,C or D = 1 mark, 2 of B, C or D = 2 marks, all 3 = 3 marks 0 marks

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Question 8* – 18 marks “The most important reason for the Spanish expansion into the Caribbean and central America was the desire to spread the Christian faith." How far do you agree with this view? Levels Notes and guidance specific to the question set AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. Maximum 6 marks

AO2 Explain and analyse historical events and periods studied using second-order historical concepts. Maximum 12 marks Level 6 (16–18 marks) It is possible to reach the highest marks either by agreeing or disagreeing or Demonstrates strong knowledge of key features and characteristics of the period in ways that show anywhere between, providing the response very secure and thorough understanding of them (AO1). matches the level description. To reach Shows sophisticated understanding of appropriate second order concepts in setting out a Levels 5 and 6, this must involve considering sustained, consistently focused and convincing explanation and reaching a very well-supported aspects beyond the one in the question i.e. judgment on the issue in the question (AO2). spreading the Christian faith AND at least There is a well-developed and sustained line of reasoning which is coherent, relevant and logically one other factor in the sort of depth/clarity structured. required by the level. 16,17, 18 marks for quality of clinching argument – Needs to be comparative. Answers are most likely to show Has to have attained Level 5 understanding of the second order concepts of causation (why the Spanish expanded), Level 5 (13–15 marks) similarity/difference (the different reasons Demonstrates strong knowledge of key features and characteristics of the period in ways that show they had - push and pull factors), but secure understanding of them (AO1). Shows very strong understanding of appropriate second order reward appropriate understanding of any concepts in setting out a sustained and convincing explanation and reaching a well-supported other second order concept. judgment on the issue in the question (AO2). There is a well-developed line of reasoning which is coherent, relevant and logically structured. Grounds for agreeing include: Spain was strongly Catholic and there was religious Nutshell: 2-2 or 3-1 EXPs zeal to win new lands for Christianity, Level 4 (10–12 marks) convert natives and sanctify Christian Demonstrates sound knowledge of key features and characteristics of the period in ways that show global dominance, Cortes believed God secure understanding of them (AO1).Shows strong understanding of appropriate second order was supporting his efforts and it was his concepts in setting out a sustained and generally convincing explanation to reach a supported duty to convert the Indians. This judgment on the issue in the question (AO2). explanation also supported by Spanish

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There is a developed line of reasoning which is clear, relevant and logically structured. actions after conquest - they destroyed Nutshell: 2-1 EXPs/3-0 EXPs the Aztec religion, conversion was carried out by force and through the ecomienda Level 3 (7–9 marks) system. Candidates might argue that Demonstrates sound knowledge of key features and characteristics of period in ways that show conversion was carried out to make Indians some understanding of them (AO1). Shows sound understanding of appropriate second order easier to control. concepts in making a reasonably sustained attempt to explain ideas and reach a supported judgment on the issue in the question (AO2). Grounds for disagreeing may include: to discover and conquer new lands - the There is a line of reasoning presented which is mostly relevant and which has some structure. Portuguese had established colonies in Nutshell: 1-1 / 2-0 EXPs West Africa and other places this spurred Level 2 (4–6 marks) the Spanish into action to establish colonies of their own; personal wealth, Demonstrates some knowledge of features and characteristics of the period in ways that show advancement and glory - while in Cuba some understanding of them (AO1). Shows some understanding of appropriate second order stories of vast amounts of gold on concepts managing in a limited way to explain ideas and reach a loosely supported judgment about mainland; the payment of one fifth of the issue in the question (AO2). profits to the Crown; to discover trade There is a line of reasoning which has some relevance and which is presented with limited structure routes to the East - valuable goods were Nutshell: 1-0 EXP traded from the East but the Silk Road was slow and costly, they wanted to find Level 1 (1–3 marks) new routes, especially to the Spice Demonstrates some knowledge of features and characteristics of the period (AO1). Shows some Islands, over which they would have basic understanding of appropriate second order concept(s) but any attempt to explain ideas and control, knowledge that the world was reach a judgment on the issue in the question is unclear or lacks historical validity (AO2). The round encouraged this. information is communicated in a basic/unstructured way. Nutshell: Unsupported assertion/description/identified examples (3 marks if ID) 0 marks No response or no response worthy of credit.

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Question 9* – 18 marks “The massacre of Aztec nobles in May 1520 was a disaster for the Spanish." How far do you agree with this view? Levels Notes and guidance specific to the question set AO1 Demonstrate knowledge and understanding of the key features and characteristics of the periods studied. Maximum 6 marks

AO2 Explain and analyse historical events and periods studied using second-order historical concepts. Maximum 12 marks Level 6 (16–18 marks) It is possible to reach the highest marks either by agreeing or disagreeing or Demonstrates strong knowledge of key features and characteristics of the period in ways that show very anywhere between, providing the secure and thorough understanding of them (AO1). response matches the level description. Shows sophisticated understanding of appropriate second order concepts in setting out a sustained, To reach Levels 5 and 6, this must consistently focused and convincing explanation and reaching a very well-supported judgment on the involve considering aspects beyond the issue in the question (AO2). one in the question i.e. that it was a There is a well-developed and sustained line of reasoning which is coherent, relevant and logically disaster for the Spanish AND the structured. alternative argument that it was not in the sort of depth/clarity required by the 16,17, 18 marks for quality of clinching argument – Needs to be comparative. level. Has to have attained Level 5 Answers are most likely to show Level 5 (13–15 marks) understanding of the second order Demonstrates strong knowledge of key features and characteristics of the period in ways that show concepts of consequence (impact of his secure understanding of them (AO1). Shows very strong understanding of appropriate second order death on the Spanish), concepts in setting out a sustained and convincing explanation and reaching a well-supported judgment change/continuity (comparing before on the issue in the question (AO2). and after his death) but reward There is a well-developed line of reasoning which is coherent, relevant and logically structured. appropriate understanding of any other Nutshell: 2-2 or 3-1 EXPs second order concept. Level 4 (10–12 marks) Grounds for agreeing include: Cortes Demonstrates sound knowledge of key features and characteristics of the period in ways that show had gained been welcomed and secure understanding of them (AO1).Shows strong understanding of appropriate second order concepts accepted by Moctezuma who had in setting out a sustained and generally convincing explanation to reach a supported judgment on the showered the Spanish with gifts and issue in the question (AO2). believed they were sent by the gods. He had become a puppet ruler so the There is a developed line of reasoning which is clear, relevant and logically structured.

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Nutshell: 2-1 EXPs/3-0 EXPs Spanish were in control. The Level 3 (7–9 marks) massacre by Alvarado changed all this and led to the Aztec uprising, Demonstrates sound knowledge of key features and characteristics of period in ways that show some hundreds of Spanish killed and a understanding of them (AO1). Shows sound understanding of appropriate second order concepts in Spanish retreat from the city. making a reasonably sustained attempt to explain ideas and reach a supported judgment on the issue in Moctezuma, who could be used by the question (AO2). Cortes, was killed Cortes had to start There is a line of reasoning presented which is mostly relevant and which has some structure. all over again and conduct a lengthy Nutshell: 1-1 / 2-0 EXPs siege and lose more men. Level 2 (4–6 marks) Grounds for disagreeing include: Demonstrates some knowledge of features and characteristics of the period in ways that show some although appearing to accept the understanding of them (AO1). Shows some understanding of appropriate second order concepts Spanish the Aztecs had not really. managing in a limited way to explain ideas and reach a loosely supported judgment about the issue in There were rumours of rebellion by the question (AO2). the Aztecs and so Cortes had made Moctezuma a prisoner in his own There is a line of reasoning which has some relevance and which is presented with limited structure. palace. Moctezuma was losing Nutshell: 1-0 EXP support of his nobles and the situation was very uneasy, relations were growing worse because of Level 1 (1–3 marks) Cortes' actions against their Demonstrates some knowledge of features and characteristics of the period (AO1). Shows some basic religious practices. The massacre understanding of appropriate second order concept(s) but any attempt to explain ideas and reach a weakened the Atecs by killing many judgment on the issue in the question is unclear or lacks historical validity (AO2). The information is of their nobles, this made it easier to communicated in a basic/unstructured way. defeat them later. The uprising by Nutshell: Unsupported assertion/description/identified examples (3 marks if ID) the Aztecs was likely to happen anyway and the massacre brought 0 marks things to a head and eventually led No response or no response worthy of credit. to the Spanish resolving the situation by allying with the Tlaxcalans, laying siege to the city and achieving a decisive victory in 1521 with Aztec power totally destroyed.

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